Explaining mathematics achievement of mature internal and external students at the University of Papua New Guinea

This paper explains the variance in matriculation mathematics achievement of mature internal and external students at the University of Papua New Guinea. The 1984 and 1985 intakes of the Preliminary Year and Matriculation Studies were taken as samples. Six instruments were developed and administered. Data were analysed using path analysis. Over 40% variance in mathematics achievement was explained both for internal and external students. Background variables seem to be more important in the learning of mathematics compared to mediatory variables for external students than the internal students.The author conducted the research for this Short Communication, when he was holding a position of Senior Lecturer at the University of Papua New Guinea, Waigani, Papua New Guinea.